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The RESPECT Project : References

Baker, L., Allen, J., Shockley, B., Pellegrini, A, Galda, L. & Stahl, S. (1996). Connecting school and home: Constructing partnerships to foster reading development. In L. Baker, P. Afflerbach & D. Reinking, (Eds). Developing engaged readers in school and home communities (pp. 21-41). Mahwah, NJ: Lawerence Erlbaum.

Bryant, D., Peisner-Feinberg, E., & Miller-Johnson, S. (2000, April). Head Start parents’ roles in the educational lives of their children. Paper presented at the Annual Conference of the Ameriacan Research Association, New Orleans, LA. ED 446 835.

Cairney, T. H. (1997). Parents and literacy learning: New perspectives. Every Child, 3(2), p.4-5.

Cannella, G. (1997). Deconstructing Early Childhood Education: social justice & revolution. New York: Peter Lang Publishing.

Carr, W. & Kemmis, S. (1986). Becoming critical: education, knowledge and action research. Waurn Ponds: Deakin University.

Coleman, M. & Churchill, S. (1997). Challenges to family involvement. Childhood Education, 73(3), p. 144-149. EJ 541 605.

Cooter, R., Jr. Mills-House, E., Marrin, P., Mathews, B. A., Campbell, S., & Baker, T. (1999). Family and community involvement: The bedrock of reading success. Reading Teacher, 52(8), p. 891-896. EJ 583 491.

Deleuze, G. (1986). Foucault. Minneapolis: University of Minnesota Press.

Doherty-Derkowski, G. (1995). Quality matters: Excellence in early childhood programs. Toronto: Addison-Wesley.

Endsley, R. C., Marsh, P. A & Zhou, Q. (1993). Parent Involvement and Quality Day Care in Propriety Centers, Journal of Research in Childhood Education, 7, pp. 53-61.

Foucault, M. (1994).  Power/knowledge: selected interviews & other writings 1972-1977. ed. C. Gordon. New York: Pantheon Books.Foucault, M. (1980). Power: essential works of Foucault 1954-1984. Vol. 3 ed. J.D. Faubion London: Penguin Books.

Foucault, M. (1979). The Archaeology of Knowledge. London: Tavistock Publications.

Gelfer, J. (1991). Teacher-parent Partnerships: enhancing communications, Childhood Education. 67, pp. 164-169.

Hannon, P. (1995). Literacy, Home and School: research and practice in teaching literacy with parents. Bristol: Falmer Press.

Izzo, C., Weissberg, R. P., Kasprow, W. J., & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community Psychology, 27(6), p.817-839.

Kemmis, S. & McTaggart, R. (1988). The Action research planner. Waurn Ponds: Deakin University.

Kemmis, S. & Wilkinson, M (1998). Participatory action research and the study of practice. In B. Atweh, S. Kemmis, & P Weeks (Eds). Action Research in Practice: Partnership for Social Justice in Education. (pp. 21-38). London: Routledge.

Laloumi-Vidali, E. (1997). Professional views on parents’ involvement at the partnership level in preschool education. International Journal of Early Childhood, 29(1), p. 19-25. EJ 547 948.

MacNaughton, G. (2005). Doing Foucault in Early Childhood Studies: applying poststructural ideas. London: Routledge.

MacNaughton, G. (2004). Children, staff and parents: building respectful relationships in New Zealand and Australian early childhood contexts – the Australian context. Australian Journal of Early Childhood 29 (1). p.1-7.

National Childcare Accreditation Council Inc.
(accessed 22 May 2006)

Smith, A. B., & Hubbard, P. M. (1988). The relationship between parent/staff communication and children’s behaviour in early childhood settings. Early Child Development and Care, 35, p.13-28. EJ 385 967.

Studer, J. R. (1993/94). Listen so that parents will speak. Childhood Education, 70(2), p.74-76. EJ 476 413.


 

 

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Date created:
9 August 2006
Last modified:
09 July 2009 09:22:24
Authoriser:
Kate Alexander, Cluster/Centre Administrator, Melbourne Graduate School of Education
Maintainer:
Robert Buttrose
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